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Background for the study (1) EFA (Jomtien 1990): Int. consented educational strategy at a political level. EFA has lead to shift in ed. strategies in many dev. countries. Some studies point at neg. consequences of implementing EFA in dev. countries (Samoff, Stambach, Fuller). But Dahl (2006) point at various & conflicting paradigms of ed., resulting in transform. of pol. & gov. visions at local level. At TTC, paradigms lead to subversion of the ultimate goal of pol. reform and individual emancipation, due to demands (from gov. & regulatory agencies) for certain structures, ”technologies” & practices – that make innovative teaching difficult.

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Background for the study (2) Teachers develop a multitude of practices and teacher habitus during their work in schools (Dahl 2005). TTCs are institutions of critical importance to develop teachers’ competencies, and to implement ed. reforms & pol. ambitions in EFA. Research on role of TTC is sparce.

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Aim 1.To investigate how TTC regulate the becoming of teachers and their HE competencies. 2.To investigate, to which extent TTCs are barriers for the implementation of EFA.

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Problem/subquestions How do different ambivalences & logics in EFA strike through/materialise at a TTC level? To which degree do TTCs function as institutional regulators for teacher training independent of national educational policies? (i.e. “what happens else at TTC”) What are the consequences of these ambivalences in EFA and regulations at TTC for the HE competencies, motivation and acknowledgement for teachers (of EFA)?

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Aim: Empirical, theoretical & normative Empirically: - To uncover discoursive changes/effects of EFA at HE at TTC level. - To explore dynamics and effects of HE at TTC re. teacher students’ competencies. Theoretically: - To generate HE theory re. teacher training and impl. of EFA at TTC. Normatively: - To contribute to develop conducive HE structures, ”technologies” and practices, which will improve the quality of teachers’ HE competencies.

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Central questions To which degree do TTCs support or inhibit the implementation of Education-for-All (EFA) regarding Health Education (HE)? To which degree do TTCs support or inhibit the development of health promoting teacher competencies and practices in the field of HE?